Lesson Plan

Name: Nicolette Peterson

Name of Activity: Dramatic Play

Domain Area: Social Skills

Childrens Age: 2 year olds
(Please Circle One)

Date: 3/9/2015
Number of Children Participating: 2
Individual

Small Group

Large Group

Observation/Assessment: Why did you choose this activity/experience?

(Identify needs, interests, abilities of children)

Using an anecdotal record I will observe that each child can demonstrate/act out
feeling through dramatic play with other children and adults.

Vocabulary Words:

Feelings
Expressions
Pretend

Healthy Beginnings Developmental Goals:

(Thirty Months to Three Years)
1.
2.

Share feelings through talking and pretend play

Play cooperatively with other children

Learning Objectives (2 or more):

1.

Can use puppets, facial expression and other dramatic play items to help act
out/express feelings 50% of the time.
Can participate/engage in cooperative play with other children 50% of the time.
Can participate/engage in cooperative play with other adults 85% of the time.

2.
3.

Materials:

Book When I am/Cuando Estoy

Facial Cards
Dramatic play area
Puppets

Procedure:
(First part needs to be done separate of activity; during breakfast)
1. In large group interact and discuss with children; tell them how I feel today
Today I feel happy (big smile on my face), and ask the children how they feel.
2. Introduce book
3. Read book
4. Go over facial cards
5. Ask children what each face means, is; and then prompt them with an emotional
word (happy, sad) and ask them to make that face.
(Second part needs to be done; after snack)
6. Transition to dramatic play area
7. Encourage and role model cooperative play
8. Pretend (make skit) where I am sad because S wont play with me, etc.
9. Be dramatic and play with children, but also encourage play without adults
Extension Activity:
1. Do a puppet show with book or;
2. Impromptu with other adult/teacher about common issues in class (I feel sad
when, etc.)

1.

Introduction/Motivation/Set Induction: How will you get the childrens

attention?

2.

I will be using the book to initially draw the childrens attention for first half, then
will use a transition based on skill to get to dramatic play are for second half.
Nurturing/Teaching Strategies Procedures: What are the steps you will take to
conduct this activity/experience?

3.

Make sure I have needed supplies; dramatic play; puppets

Speak ahead of time with lead teacher in class to ask about also engaging/playing
along with me to show different scenarios and feelings
Observe what/if any issues are currently going on with children in class; not
sharing or playing with each other, hitting; etc.
Closure: How will you know its time to end your activity?

This activity should be no longer than 20 minutes, and that is if the children
remain engaged for that long.

4.

Transition: How will you prepare the children psychologically or physically for
what will occur next?

5.

To get children to activity I will have them demonstrate a type of emotion before
they can go to dramatic play area
Developmental Variations: What modifications will you make for an
individual(s) or group(s)?

6.

Once I have observed each child and how they demonstrate objectives; I can
remove myself from area (still observing) to see if they continue or move on to
free play

Do more one-on-one if necessary

Focus on only one or two emotions versus actual feeling scenarios
Incorporate any real life social problems/occurrences
Observers Comment/Suggestions: (Please sign and date):

Anecdotal Record
Childs Name: F & R Birthday: April 2012 (R) and Jan 2012 (F)
Observer: Nicolette Peterson
Date 3/9/2015

Developmental Area(s): Social Skills

Time: 2:55 p.m. to 3:10 p.m.

Was in dramatic play area with 2 children. Had brought 3 puppets over; happy, sad, and angry.
Interacted with both children and pretended I was sad, fake crying with sad face and using sad puppet,
because F took my toy! Children laughed at first. R Youre funny. F No I didnt with upturned
mouth. Can you give me back the toy so I stop crying, F here you go.
F was given angry puppet, made turned down mouth and deepened his voice, Im angry. Stomped
feet. Asked F why; because was his response.
R was given happy puppet, threw on ground no. I responded by saying I guess R isnt very happy.
Are you sad R, gave him my sad puppet. Turned down mouth and said to F sad, crying.
Grabbed hats off of shelve. Put one on my head R, took and put on his head (pirate hat). F said pirate
ship reached for other hat (which was identical to Rs). Ohh pirates, arrrr, I said. I put on cowboy hat,
R took off and gave my head and gave to Ms. K who came and sat down with us.
Ms. K started interacting with both children you stole my horse she said in fake cry. F here you
go. R take it grabbed the air by Ms. K and walked away. F went to R no grabbed at air by R and
walked back to Ms. K your horse.
This scene continued about 3 to 4 times before it was time to go outside and play.

All learning objectives were achieved for this lesson plan, however the children only engaged each other
when adults were present and nearby (involved in the scene).

Check context of observation:

X Teacher-created activity
______ Child- initiated activity
______ New task
X Familiar task
X Solitary activity
______ Peer activity

Self-Evaluation:
o Do you feel you were sufficiently prepared for the activity?
It was more impromptu and playing with children, so I had an idea of how it would
go but was not able to fully prepare as to exactly how the children would react and
interact with me, playing pretend.
o How did the children engage/respond to the activity?
The children had to be encouraged, and I had to act goofy at first to get them
involved. They really became engaged once Ms. K sat down, you could tell they
were more comfortable with her, than myself.
o Do you feel this activity was developmentally-appropriate for the children?
Yes, however at first, I thought they werent really understanding the pretend play
aspect, but once Ms. K came into the activity, they really got into it.
o Were the goals/objectives met?
Yes, they were, and while the children did interact with each other, it wasnt without
adults being present.
o Is there anything you might change if you plan this activity again?
I would probably not do this again with a group of children that arent my own
class, for the simple fact that I dont have that connection their teacher had with
them, so it was hard for them to open up to me in this activity.
o How might you use other domain areas to expand on this activity and meet additional
goals?
This already expands into social emotional. Could also carry into social studies, as
we were dressing up pretending to be people, jobs.

References
Beaty, J. J. (2012). Skills for Preschool Teachers. Upper Saddle River: Pearson Education, Inc.
Maryland State Department of Education. (2010). Healthy Beginnings: Supporting Development and
Learning from Birth through Three Years of Age. Baltimore: Maryland State Department of
Education.
Rosa-Mendoza, G. (2004). When I Am / Cuando estoy. Wheaton: Me+Mi Publishing Inc.
Vanderbilt University. (2015). Resources: Practical Strategies for Teachers/Caregivers. Retrieved from
Center on the Social and Emotional Foundations for Early Learning (CSEFEL): www.csefel.org